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New Zealand Students’ Mathematics-Related Beliefs and Attitudes: Recent Evidence

Author(s): 
Linda Bonne

Internationally, associations between mathematics achievement and students’ beliefs and attitudes related to learning are well established. This article examines five studies to identify patterns in New Zealand students’ mathematics-related beliefs and attitudes, and their relationships with achievement. The studies involved students aged 5-13 years and looked at different aspects of students’ beliefs and attitudes, from ideas about the malleability of intelligence, to confidence in their general mathematics ability, to task-specific mathematics self-efficacy judgments. This article argues that using task-specific measures of students’ mathematics self-efficacy is of particular value for revealing a relationship between achievement and self-belief, and that teacher-implemented micro-interventions can be effective in strengthening both achievement and self-belief.

It is available here.

Year published: 
2016
Publication type: 
Journal article
Publisher: 
New Zealand Journal of Educational Studies
Full text download: 
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